Introduction Wound care education is one of the most important and critical aspects in the healthcare sector, particularly with the prevalence of chronic wounds rising rapidly due to factors like age and increasing rates of diabetes and obesity. Traditional methods of wound care are evolving to incorporate new methods, technologies and teaching strategies, to better equip healthcare professionals with the necessary skills and knowledge. Objectives This review aims to identify, describe and assess how various educational strategies have been implemented and how effective they are in developing wound management competencies among healthcare students and healthcare professionals. Methods The Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA-P) guidelines have been followed for preparing the protocol and the registration of this review protocol has been done in PROSPERO (Reg. No. CRD42024621892). Systematic search will be done through electronic databases like PubMed, Web of Science, EMBASE, CINAHL, ProQuest and Scopus. Keywords like “health professionals”, “educational intervention” and “wound care” will be used and the studies meeting the inclusion criteria will be included in the review. These studies will be assessed for quality by using different tools according to the study design. After inclusion, data extraction will be done and then synthesized. Results This review will summarize the different teaching strategies used for wound care and management. It will also highlight the challenges faced and evaluate how effective these strategies are. Conclusion This review will help us to identify the best and effective methods of teaching and learning methods in the area of wound management, that we can incorporate into our own wound education module for healthcare students. The results of this review will be communicated by publishing in a Scopus indexed journal and can also be presented as a student paper at a national or international conference.
Wahlang et al. (Thu,) studied this question.